新目标七年级英语 Unit 1 My name's Gina 公开课一等奖课件
How to introduce friends?
What’s her/his name?
His/Her name is … His/Her name’s …
He/She is … Frank/Gina
My name’s… 介绍自己 I’m…学.科.网 介绍他人 His name’s/ Her name’s… He’s/ She’s….
What’s your / his / her / its ... name? 用于询 问对方或另一个人或物的名字,答语常为: My / His / Her / Its name is ... 或I am / He is / She is / It is ... 如: —What’s the boy’s name? 那个男孩叫什么名字？ —His name is Andy / He is Andy. 他叫安迪。
What’s your/his/her name? My/His/Her name is…
Are you…? Yes, I am. No, I’m not. I’m…
What’s=what is My name’s=my name is Is he/she…? I’m=I am
Yes, he/she is. No, he/she isn’t. His/Her name’s …
Pairwork
2d
Role-play
A: Good afternoon! My name’s Linda. Are you Helen? B: Yes, I am. Nice to meet you. A: Nice to meet you, too. What’s her name? B: She’s Jane. A: Is he Jack? B: No, he isn’t. His name’s Mike.
2a
3
Number the pictures.
1
2
4
2b
Listening and circle the names.
Eric
Mike
Tom
Jack
Alice
Mary
Bob
Ms. Miller
2c
任务：结交新朋友。 运用你所学的语言来询问你的新朋友。 如： A: Hello! What’s your name? B: My name’s/I’m… A: Nice to meet you. B: Nice to meet you, too. A: What’s his name? B: His name’s…./He’s … A: And what’s her name? B: Her name’s …./ She’s ….
Hi, my name’s Gina. Nice to meet you. How do you do!
What’s his name? His name is Chen Long. His English name is Jack. He is an actor.
How do you say hello to him? Hi, my name’s Gina. Nice to meet you. How do you do?
His name’s …
Bob
Gina
Mary
What’s her name?
Ms. Miller Her name’s …
Kate
Linda
: Hi, my name’s Li Lei. What’s____ your name? Nice to meet you. : I’m ___ Han Mei. ____ : Nice to_____ you, Han Mei. Do you know my father(父亲)？ his name? : What’s____ : ___ His name___ is Li Malin. : Look! _____ What is his name? : Sun Wukong. : Oh, great. Wukong is his____ first name and last name. Sun is his____
be 动词的三中形式 谁 跟 的 名 词my your his her your is am are
形容词性物主代词与人称代词 谁 I he she it you
1. 形容词性物主代词 形容词性物主代词起形容词作用，在句 中只能作定语, 也就是说它后面必须跟一 个名词。即：形容词性物主代词＋名词。 This is my bike. 这是我的自行车。 Her name’s Mary. 她的名字是玛丽。
/ əu / yes no zero not /Λ/ number cup
/e/
meet
three
/i/ / i: /
1a
map key cup pen book bag ball ruler jacket orange clock
How to introduce yourself?
My name is … My
Grammar Focus
Questions Answers What’s your Alan./ I’m Alan . /My name’s name? Alan. What’s his name?He’s Eric./His name’s Eric. What’s her name? She’s Mary./Her name’s Mary. Yes, he is ./No , he isn’t./ His Is he Jack？ name’s Mike. Yes, I am./ No, I’m not./I’m Are you Helen? Gina. name’s = name is I’m= I
• B: Hi, _______ . _______ to meet you.
Bob
Nice
• B: Nice to _______ you, too.
询问姓名时还可以用 Are you…? Is he / she…?
肯定回答时用Yes, … 否定回答用No, … Is she Jenny? Yes, she is. 她是珍妮吗？是的，她是。 Are you Mike? No, I’m not. I’m Bob. 你是迈克吗？不，我不是，我是鲍勃。
How do you do!
Match the greeting sentences on the left
with the correct answers on the right.
Hello!/Hi ! Good morning. Good afternoon. Good evening. Nice to meet you. How do you do? How are you?
起使用。如：
His name’s Tony.
他的名字是托尼。
It is (It’s) 3344278. 电话号码是3344278。
What’s his name?
His name’s Yie? Her name’s …
Jim
Tom
Tony
What’s his name?
Unit 1 My name’s Gina.
Section A
按照读音规则拼读下列单词。
/c/
1. name 2. Jack 3. Mike 4. his middle 5. he Green 6. Jenny 7. phone 8. Tom 9. bus
Jane / ei / and /æ/ five nine nice / ai / six Miller Linda she
Translate and write them down. 1. 他的名字叫托尼，我的名字叫琳达。 His name is Tony. My name is Linda. 2. 我叫杰克 .史密斯，我的姓是史密斯， 我的名字是杰克。 My name is Jack Smith. My last name is Smith, my first name is Jack.
Are you Mike? Yes, I am.
3b
补全对话，并与同伴练习。
• A: Hi, What’s _______ your name?
name’s Gina. Are • B: My _______ _____ you Tom?
• A: _____, Bob. I’m No I’m not. _______
name’s … I am …
I’ m …
Gina
Hi, Alan ! I’m Mary. Hello! Nice to meet you !
My name’s Alan.
Nice to meet you, too.
How to introduce yourself
My name’s Jenny. I’m Gina. How do you do! What’s your name?
1
A: Good morning! I’m Cindy. B: Hello, Cindy! I’m Dale. A: Nice to meet you!
A: Hi. My name’s Gina. 3 B: I’m Jenny. Nice to meet you. A: Nice to meet you, too!
Good morning. Hello!/Hi ! How do you do? Good afternoon. Fine, thanks. Good evening. Nice to meet you, too.
What’s her name? Her name is Li Yuchun. Her English name is Mary. She is a singer. How do you say hello to her?
七年级英语上册Unit1Myname’sGinaPeriod1 公开课获奖教案新人教新目标112337
Unit 1 My name’s Gina.Period 1 (Section A 1a–2d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Master the use of verb be.●能力目标1. Be able to greet each other using the target language.2. Be able to introduce yourself and others.●情感目标Lead students to be warm and polite.【教学重难点】●重点1. Master the new words and useful expressions.Words: name, nice, to, meet, too, your, his, and, her, yes, she, he, no, not2. Master the target language:—What’s your name?—I’m/My name is ...Nice to meet you!3. Improve students’ listening and speaking skills.●难点Be able to use the target language to greet each other and make introduction.【教学准备】A tape recorder, a projector and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: GreetingsT: Good morning/ afternoon, boys and girls.Ss: Good morning/ afternoon, teacher....Step 2: Lead-inRevise some words by asking “What’s this in English?” and showing some lovely toys.T: What’s this in English?(Point to a map.)Ss: It’s a map.T: And what’s this in English?Ss: It’s a/an ...Step 3: Presentation1. Teach activity 1a(1) Ask students to look at the picture in 1a and see how many words they know. Have acompetition in groups.(2)Ask some groups to make a report to see which group can say the most words.At the same time, teacher writes some easy and important words on the blackboard.(3)Give students a few minutes to copy the words on the book.(4)The teacher asks one of the winners above “What’s your name?” Let the winner introduce themselves using “I’m...” or “My name is...” Then the teacher puts on a lovely mask and says, “Oh, I’m... Nice to meet you...” Help students to answer with “Nice to meet you, too.”(5) Write down the target language on the blackboard. Target language:—What’s your name?—I’m/ My name is ...(6) Ask the students to read the conversation in the picture together. Explain some language points.2. Teach activity 1b(1) Ask students to look at 1b and ask some pairs to read the conversations.(2) Play the recording for the first time. Students only listen and get the main idea.(3) Play the recording for the second time. Ask students to write answers by themselves.(4) Invite some students to check the answers. Then play the recording for the third time. Havestudents listen and repeat, pay attention to the pronunciation and intonation.3. Teach activity 1c(1) Invite two students to practice the sample conversation in 1b in pairs.(2) Ask students to make new conversations in pairs. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to act out their conversations.Step 4: Practice1. Teach activities 2a & 2b(1) Go through the instruction in 2a with the class.(2) Look at the pictures to predict who they are and where they are.(3) Play the recording for the first time. Let students check the questions they hear, then checkthe answers.(4) Go through the instruction in 2b with the class.(5) Read the English names in 2b. Help students read the English names correctly in 2b and tell students to only listen to the names.(6) Play the recording for the second time. Ask students to write letters in the blanks in 2a.Then check the answers.(7) Play the recording for the third time. And let students listen and repeat.2. Teach activity 2c(1) Ask the students to read through the conversations in the boxes in pairs.(2) Give them three minutes to practice reading it.As students work, walk around the room, offering help if necessary. Correct pronunciation mistakes if any.(3) Ask several pairs to act out their conversations.Step 5: ConsolidationTeach activity 2d1. Ask students to read the conversation by themselves to get the main idea. Try to answer these questions:①How many people are there in the conversation?②Who are they?2. Lead students to read the conversation sentence by sentence, and explain some language points at the same time.3. Play the recording, and ask students to listen and repeat. Then ask them to role-play the conversation in pairs. Move around the classroom to check the progress.4. Invite several pairs to role-play the conversation for the whole class.【课堂小结】In this period, we’ve learned how to introduce ourselves and other people. And we’ve also learned some expressions and language points for greeting.【课后作业】1. Review the new words and useful expressions in this period.2. Practice the conversation in 2d in pairs and recite it.3. Finish the exercises in the workbook.4. Preview the next period.。
人教新目标英语七年级上Unit1Myname39;sGina.(共6课时教案
Unit 1 My name’s Gina.教案一、教材分析：本单元是在前面三个热身单元的基础上出现的真正意义上的第一个教学单元。
它强调在社会不断进步和发展的今天，要求学生在不同环境下能自如地介绍他人和推销自己，同时利用一切机会获取尽可能多的可行信息，作为人与人之间友好的交往的桥梁．二、单元教学内容：（一）、话题功能：1、让学生学会向别人做自我介绍，学会交朋友2、学会使用与他人见面时的问候语3、学会电话号码的表述方法并问他人索取电话号码（二）、语言结构：1、句型：What's your name? Alan./ I'm Alan./ My name is Alan.What’s your telephone number? It’s 281-9176.2、词汇：hi, hello, numbers(0-9),phone number,list of names, first/ last name...（三）、单元教学目标：1、能力目标：(1)能问别人做自我介绍，如：My name’s Gina. I’m Gina.(2) 见面时，能使用问候语，如：Nice to meet you!(3)能问他人索取电话号码，如：What’s your telephone number.(4)能够区分中西方的姓名2、知识目标(1)能听、说、读1a中的会话(2)能听、说2b中的话(3)能听懂电话号码(4)能听说读写0-9及phone number, first/last name,hi,hello等单词。
(5)能听、说、读相关名字(6)运用句型What’s your(his,her) first(last) name/phone number ?3、单元重难点：(1)重点：a.物主代词的用法b.句型：What’s your/his/her name ?What’s your/his/her telephone number ?c.数词(2)难点a.What’s your/his/her first(last) name ?b.中外姓名的区别和用法4、情感、策略、文化等目标(1)、情感目标：培养小组合用精神，激发学生学习兴趣。
七年级英语上册 Unit 1《My name’s Gina》教案 人教新目标版
Unit1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for and give telephone number.New languages:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking and writing skills.3. The difference between Chinese names and English names.Teaching aids:puter, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. Learn the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them. For example: Good morning/afternoon/evening!How are you?What’s this in English?What color is it?Step 2 Section A 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in it andask what it is. Say, now look at the picturesand write down as many words as you can2. Ask two students to write the words on the blackboard.3. Check the students’ answers. Ask some students to call out their wordsand spell them. Write down the words on the board.Step3 Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time. Students number the conversations.(3) Check the answers together.Step 4 Section A 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, ask studentsto repeat the names after the teacher.(2) Have students work in pairs to practice the conversations.(3) Say, Now use your own names when you have conversations .Move around theroom monitoring their work. Offer language or pronunciation support asneeded.(4) Let several pairs e to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words and target languages.1. Point to a boy and a girl. Say, His name is---, her name is--- Have studentsunderstand the meaning of his and her.2. Read the instruction to the students.3. Play the recording for the first time. Students only listen.4. Play the recording a second time. Students number the pictures 1-4.5. Check the answers.Step 6Section A 2bThis activity provides listening practice.(1) Have one student read the names in the box.(2) Say, listen to the four conversations again.This time circle the names you hear.(3) Students listen and circle the names.(4) Check the answers.Step 7 Section A 2cThis activity provides guided oral practice using the target language.(1) Call attention to the two conversations in the box.Ask one pair to act out the first one. Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions:What’s his name/What’s her name?(2) Let students work in pairs to practice the two conversations. As studentswork, move around the classroom, monitoring the conversations andoffering assistance if necessary.(3) Have several pairs of students present their conversations to the class. Step 8Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on the right.Have students pare them. Then ask them to say the sentences in two ways. Step 9 Conclusion(1) Learn the words and phrases.(2) Master the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure:Step 1 Revision1. Go over the words in last class. (Play a game. Divide the class into twogroups: boys and girls. Give them three minutes to read and write the words.Then look at the Chinese meaning on the cards. See which group can say andspell the words more quickly and correctly. )2. Ask students to make conversations about introduction and greeting. Step 2 SectionA 3aThis activity introduces the western concept of first name and last name.1. Write down a Chinese name and an English name on the board. For example:Deng Yaping and Jim Smith.2. Ask students to discuss the names. Encourage them to tell the differencebetween them. (English names are listed with the given name first and thefamily name or surname second. While Chinese names are listed with thefamily name first and given name second.)3. Ask some students to say their family names and first names.4. Have two students read the list of names in the box. Say, Guess, whichnames are first names and which are last names?5. Ask students to write F for first name and L for last name next to thewords. Students do the exercise by themselves.6. Check the answers.Step3 Work in pairs(1) Call attention to the picture on the right. Students look at the pictureand the sentences carefully. Have them pay attention to what the teacherwrites.(2) Have two students read the conversations in the picture aloud.(3) Ask students to work in pairs.Ask and answer about their first names and last names.Step4 SectionA 3bThis activity provides guided oral practice using the target language.(1) Point to the names in 3a.( You can write more names on the board.)(2) Say, Which names would you like to choose as your first name and lastname? Now choose your names.(3) Have students take turns to ask and answer the questions (using theirnew names):What’s your first name?What’s your last name?Students make a list of names.Then exchange their lists to correct any mistake they make.Step5 SectionA 4 (Game)This activity gives students an opportunity to practice target language in an interesting way.1. Demonstrate the game with three students.2. Say, Now in groups of four, play the game. As they work, move around theclassroom making sure students understand the procedure and correcting anymistake.3. Ask two groups to present their games to the class.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s your first name?What’s your last name?Step 7 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students work in pairs. Make conversations using the target languages they’ve learned. For example:What’s your name? My name is …What’s his name? His name is …What’s her name? Her name is …What’s your first name?What’s your last name?Step 2 Section B 1aThis activity learns the numbers from 0 to nine.(1) Write the numbers 0-9 on the board. Ask who can say them in English.Encourage more students to read them.(2) Play the recording for the first time. Students only listen.(3) Play the recording a second time. Have students repeat the numbers.(4) Give students two or three minutes to read and write the mummers. Thenhave some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time.Have students write the numbers in the blank.(3)Check the answers.(4) Work in pairs and practice the conversation.Step 4 Section B 1cThis activity gives students speaking practice using the target language.(1) Call attention to the conversation on the right. Have two students read it.(2) Practice the conversation in pairs.(3) Say,Now in groups of three or four, make up conversations using any phonenumber you like .As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs e to the front of the class to perform theirconversations for the class.Step 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the names and the numbers in the box.2. Read each one to the class or ask some students to read them.3. Point to the blanks in the four telephone numbers. Say, The phone numbersaren’t finished. You need to write the last two numbers later. Now listenand match the names with the telephone numbers.4. Play the recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of the person’stelephone number in the space after that person’s name.6. Check the answers.Step 6Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9. (1) Say, Now let’s listen to the conversations again and finish each telephonenumber.(2) Students listen and fill in the missing numbers.(3) Check the answers.(4) If have time, have students repeat the telephone number after the recording.(5) Practice the four conversations in pairs.Step 7 Section B 2cThis activity provides guided oral practice using the target language.(1) Call attention to the address book. Ask one student,“What’s your phone number?” Write his/her name and phone number inthe address book.Make sure all the students understand how to fill in the address book.(2) Say, Now ask your four classmates their phone numbers and fill in theform.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number?It’s …Step 9 Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page2. How to ask for first names/last names/phone numbers.3. Train speaking and writing skills.Teaching procedure:Step 1 Revision1. Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see?Can you read the names on the card?2. Ask four students to read the names on each card. Then say,“Which is first name and which is last name? Do you know?”3. Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the first name.4. Students finish the exercise individually.5. Check the answers.Step 3 Section B 3b & 3cThis activity provides speaking and writing practice using the target language.(1) Point to the ID card. Say, Look at the girl on the card. What’s hertelephone number? What’s her family name? What’s her first name?(2) Have students work in pairs and answer the three questions.(3) Check the answers.(4) Say, Look at the ID card in 3c. This is your card. Write your own firstname, last name, and telephone number on it.(5) As students work, move around the room checking progress.Step 4 Section B 4This activity gives students an opportunity to practice target language ina game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.。
七年级英语上册Unit1《Myname’sGina》教案人教新目标版
Unit 1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for andgive telephone number.New languages:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking a nd writing skills.3. The difference between Chinese names and English names. Teaching aids:computer, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. Learn the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them. For example: Good morning/afternoon/evening!How are you?What’s this in English?What color is it?Step 2 Section A 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in it andask what it is. Say, now look at the pictures and write down as many words as you can2. Ask two students to write the words on the blackboard.3. Check the students’ answers. Ask some students to call out their wordsand spell them. Write down the words on the board.Step 3 Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time. Students number the conversations.(3) Check the answers together.Step 4 Section A 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, ask studentsto repeat the names after the teacher.(2) Have students work in pairs to practice the conversations.(3) Say, Now use your own names when you have conversations .Move around theroom monitoring their work. Offer language or pronunciation support asneeded.(4) Let several pairs come to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words andtarget languages.1. Point to a boy and a girl. Say, His name is---, her name is--- Have studentsunderstand the meaning of his and her.2. Read the instruction to the students.3. Play the recording for the first time. Students only listen.4. Play the recording a second time. Students number the pictures 1-4.5. Check the answers.Step 6 Section A 2bThis activity provides listening practice.(1) Have one student read the names in the box.(2) Say, listen to the four conversations again.This time circle the names you hear.(3) Students listen and circle the names.(4) Check the answers.Step 7 Section A 2cThis activity provides guided oral practice using the target language.(1) Call attention to the two conversations in the box.Ask one pair to act out the first one. Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions:What’s his name/What’s her name?(2) Let students work in pairs to practice the two conversations. As studentswork, move around the classroom, monitoring the conversations andoffering assistance if necessary.(3) Have several pairs of students present their conversations to the class. Step 8 Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on the right.Have students compare them. Then ask them to say the sentences in two ways. Step 9 Conclusion(1) Learn the words and phrases.(2) Master the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure:Step 1 Revision1. Go over the words in last class. (Play a game. Divide the class into twogroups: boys and girls. Give them three minutes to read and write the words.Then look at the Chinese meaning on the cards. See which group can say andspell the words more quickly and correctly. )2. Ask students to make conversations about introduction and greeting. Step 2 Section A 3aThis activity introduces the western concept of first name and last name.1. Write down a Chinese name and an English name on the board. For example:Deng Yaping and Jim Smith.2. Ask students to discuss the names. Encourage them to tell the differencebetween them. (English names are listed with the given name first and thefamily name or surname second. While Chinese names are listed with thefamily name first and given name second.)3. Ask some students to say their family names and first names.4. Have two students read the list of names in the box. Say, Guess, whichnames are first names and which are last names?5. Ask students to write F for first name and L for last name next to thewords. Students do the exercise by themselves.6. Check the answers.Step 3 Work in pairs(1) Call attention to the picture on the right. Students look at the pictureand the sentences carefully. Have them pay attention to what the teacherwrites.(2) Have two students read the conversations in the picture aloud.(3) Ask students to work in pairs.Ask and answer about their first names and last names.Step 4 Section A 3bThis activity provides guided oral practice using the target language.(1) Point to the names in 3a.( You can write more names on the board.)(2) Say, Which names would you like to choose as your first name and lastname? Now choose your names.(3) Have students take turns to ask and answer the questions (using theirnew names):What’s your first name?What’s your last name?Students make a list of names.Then exchange their lists to correct any mistake they make.Step 5 Section A 4 (Game)This activity gives students an opportunity to practice target language in an interesting way.1. Demonstrate the game with three students.2. Say, Now in groups of four, play the game. As they work, move around theclassroom making sure students understand the procedure and correcting anymistake.3. Ask two groups to present their games to the class.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s your first name?What’s your last name?Step 7 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students work in pairs. Make conversations using the target languages they’ve learned. For example:What’s your name? My name is …What’s his name? His name is …What’s her name? Her name is …What’s your first name?What’s your last name?Step 2 Section B 1aThis activity learns the numbers from 0 to nine.(1) Write the numbers 0-9 on the board. Ask who can say them in English.Encourage more students to read them.(2) Play the recording for the first time. Students only listen.(3) Play the recording a second time. Have students repeat the numbers.(4) Give students two or three minutes to read and write the mummers. Thenhave some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step 3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time.Have students write the numbers in the blank.(3) Check the answers.(4) Work in pairs and practice the conversation.Step 4 Section B 1cThis activity gives students speaking practice using the target language.(1) Call attention to the conversation on the right. Have two students read it.(2) Practice the conversation in pairs.(3) Say,Now in groups of three or four, make up conversations using any phonenumber you like .As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs come to the front of the class to perform theirconversations for the class.Step 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the names and the numbers in the box.2. Read each one to the class or ask some students to read them.3. Point to the blanks in the four telephone numbers. Say, The phone numbersaren’t finished. You need to write the last two numbers later. Now listenand match the names with the telephone numbers.4. Play the recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of the person’stelephone number in the space after that person’s name.6. Check the answers.Step 6 Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9.(1) Say, Now let’s listen to the conversations again and finish each telephonenumber.(2) Students listen and fill in the missing numbers.(3) Check the answers.(4) If have time, have students repeat the telephone number after the recording.(5) Practice the four conversations in pairs.Step 7 Section B 2cThis activity provides guided oral practice using the target language.(1) Call attention to the address book. Ask one student,“What’s your phone number?” Write his/her name and phone number inthe address book.Make sure all the students understand how to fill in the address book.(2) Say, Now ask your four classmates their phone numbers and fill in theform.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number?It’s …Step 9 Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page2. How to ask for first names/last names/phone numbers.3. Train speaking and writing skills.Teaching procedure:Step 1 Revision1. Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see?Can you read the names on the card?2. Ask four students to read the names on each card. Then say,“Which is first name and which is last name? Do you know?”3. Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the first name.4. Students finish the exercise individually.5. Check the answers.Step 3 Section B 3b & 3cThis activity provides speaking and writing practice using the target language.(1) Point to the ID card. Say, Look at the girl on the card. What’s hertelephone number? What’s her family name? What’s her first name?(2) Have students work in pairs and answer the three questions.(3) Check the answers.(4) Say, Look at the ID card in 3c. This is your card. Write your own firstname, last name, and telephone number on it.(5) As students work, move around the room checking progress.Step 4 Section B 4This activity gives students an opportunity to practice target language ina game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.。
最新人教版初中英语七年级上册Unit1MynameisGina.（公开课教学..
Unit 1 My name is GinaLearning Objectives一、一、Topics Topics Topics（话题）（话题）（话题）: :Making new friends二、二、Functions (Functions (功能功能功能) ) 1. Introduce yourself2. Greet people3. Ask for and give telephone numbers三、三、Structures (Structures (结构结构结构) ) 1. Present tense to be2. What question3. Yes/ No questions and short answers4. Possessive adjectives my, your, his, her四、四、Target Language (Target Language (目标语言目标语言) )What’s your name?My name is Gina.Hello, Gina. I ’m Ms Brown.Nice to meet you!Are you Helen?No, I ’m not. I ’m Gina.What’s your t elephone number?telephone number? It’s 281-9176.1-9176. 五、五、Vocabulary Vocabulary（词汇） name,telephone/phone, number, your, his, her, he, she, yes, no, first, lastNumber 0—9first / last names, middle school六、六、Skills (Skills (技能技能技能) )Listening for key informationScanning in reading七、七、Recycling Recycling（复习巩固） Good morning! Hi/Hello! my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.八、教材分析本单元以greeting 和introduction 为话题，共设计了三个部分的内容。
人教版Unit 1 My name’s GinaSection B (2a-3b)(获奖课件)
Example
A: What’s your phone number, …? B: It’s …
first ：[fə:st] adj. 第一的 first name 名字
My name is Wu Lipeng, My first name is Lipeng, My last name is Wu.
3. My name is Mary Brown. My friend is in China. Her name is Zhang Mingming. My phone number is 257-8900 and her number is 929-3155.
Post-reading
Match the names with the telephone numbers.
Friends
1. Eric Brown and Dale Miller 2. Gina Smith and Jenny Green 3. Zhang Mingming and Mary Brown
e.g. Use the information on the ID card to complete the sentences.
Ⅰ.按要求完成以下句子。
1. This is D. (对画线局部提问)
___W__h_a_t_ ___i_s____ this? 2. I’m Alice. (改为同义句)
___M_y__ ___n_a_m__e__ is Alice. 3. My first name is Jessie. (对画线局部提问)
Last [la:st ] adj. 最后的 last name 姓氏
Introduce yourself
My name is… My first name is …. My last name is …
新目标七年级英语上册Unit1 My name is Gina Section A 2优质课件
四、人称代词和物主代词
英语中用来表示 “我”I；“你”you；
“他” he；“她”she；“它” it；“你
们” you；“我们” we；“他们”they
的词称为人称代词的主格，在句子中作
主语。例如：
1. 我是一个男孩。_____ I am a boy. 2. 你是琳达。______ You are Linda. 3. 她是玛丽。______ She is Mary. 4. 它是我的小狗汪汪。 ____ It is my dog Wangwang. 5. 我们在五班。 _____ We are in Class Five. 6. 你们在四班。_____ You are in Class Four. 7. 他们在六班。_____ They are in Class Six.
人称代词主格与物主代词表：
第一人称 第二人称 第三人称
单数 复数
人称 代词 主格 物主 代词 I we
单
you
复
you he
单数
she it
复
they
my
our your your
his
her
its
their
【练一练】 选词填空 1. ___ I am a girl. ___ My name’s Jenny. (my, I ) his name? — Jack. (he, his) 2. — What’s ___ 3. — Is ___ she Linda? (she, her) — No. ____ Her name’s Grace. (she, her) you Eric? (your, you) 4. — Are ____ — Yes, _ I am. (I, my) your name? (your, you) 5. — What’s ____ My name’s Bob. (I, my) — ___ 6. _____ ___ name’s Gina. His name’s Mike and her (her, his)
初中七年级(初一)英语上册Unit1 My name is Gina Section A课件(46张PPT)
What’s his name? What’s her name? Is he Jack? Are you Helen?
He’s Eric./ His name’s Eric.
She’s Mary./ Her name’s Mary.
Yes, he is./ No, he isn’t. His name’s Mike.
Ⅰ. 根据提示完成句子。
Harry Potter
1. _W__h_a_t’_s___ his name? ___H__is____ name is
Harry Potter.
2. --Hi, Alice! _W__h_a_t_’s__ this __in__ English?
--__I_t’_s__a ___p_e_n__.
1. your name What’s Cindy I’m What’s your name ? I’m Cindy.
2. name his What’s Bob He’s What’s his name ? He’s Bob.
3. Mike you Are am I Yes Are you Mike ? Yes, I am.
A: Excuse me, ___ar_e__ you Mark? B: Yes, I __a_m____. A: I am Bob. __N_i_c_e__ to meet you. B: Nice to _m__e_e_t _ you , __t_o_o___.
Conversation 4:
Teacher: Good _m__o_r_n_in_g__, boys and girls. My name __i_s__ Linda. _W__h_a_t_’_s_ your
新目标七年级上Unit1 My name is Gina Section A课件(共46张PPT)
A: I’m …
B: Nice to meet you！
A: B: A: B:
What’s his name? His name is … What’s her name? Her name is …
Gina
Jenny
Mary
Jim
Alan
2d Role-play the conversation.
1a Write English words for the things in the picture. map ball cup bag book colock ruler door window
1b Listen and number the conversations.
2 A: What’s your name? B: Alan. A: Hello,Alan. I’m Ms. Brown. A: Good morning! I’m Cindy. B: Hello, Cindy! I’m Dale. A: Nice to meet you! A: Hi. My name’s Gina. B: I’m Jenny. Nice to meet you! A: Nice to meet you, too.
3
2
4
Listening text Conversation 1: your name? Tony: Hello. What’s _____ My name’s Jenny. Jenny: ______ Tony: I’m Tony. Jenny: Nice to _____ meet you, Tony.
Linda: Good afternoon！My name’s Linda. Are you Helen? Helen: Yes, I am. Nice to meet you, Linda. Linda: Nice to meet you,too. What’s her
Unit 1 My name’s Gina第3课时公开课教学设计【人教版英语七年级上册】
Unit 1 My name’s Gina.Section B 1a—2c教学设计一、教学目标1. 能掌握以下单词和短语：zero—nine, telephone, number, phone, first name, last name, friend, middle school, China等。
2. 能掌握以下句型：(1) —What’s your/his/her telephone number?—It’s …(2) —What’s your first/last name?—My first/last name is …(3) —What’s his/her first/last name?—His / Her first/last name is …3. 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
4. 能听懂日常对话，并且能够从听力训练中获取常见人名和电话号码的信息。
5. 能读懂介绍个人信息的文章，并且能够按要求提取关键信息。
6. 帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。
二、教学重点及难点重点：1. 能掌握以下单词和短语：zero—nine, telephone, number, phone, first name, last name, friend, middle school, China等。
2. 能掌握以下句型：(1) —What’s your/his/her telephone number?—It’s …(2) —What’s your first/last name?—My first/last name is …(3) —What’s his/her first/last name?—His / Her first/last name is …3. 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。